372
Views
36
CrossRef citations to date
0
Altmetric
Original Articles

Thesis as Narrative or “What Is the Inquiry in Narrative Inquiry?”

Pages 189-214 | Published online: 12 Jan 2015

References

  • Barone, T. 1983. Things of use and things of beauty: The Swain County High School Arts Program. Daedalus 112(3):1–28.
  • Barone, T., and E. Eisner. 1997. Arts-based educational research. In R. M. Jaeger (ed.) Complementary methods for research in education, Second edition (pp. 73–99).
  • Beattie, M. 1995. Constructing professional knowledge in teaching. New York: Teachers College Press.
  • Bell, J. 1991. Becoming aware of literacy. Unpublished doctoral dissertation. Toronto: University of Toronto.
  • Bernstein, R. 1983. Beyond objectivism and relativism: Science, hermeneutics and praxis. Philadelphia: University of Pennsylvania Press.
  • Bruner, J. 1996. The culture of education. Cambridge, Mass.: Harvard University Press.
  • Carr, D. 1986. Time, narrative, and history. Bloomington, Ind.: Indiana University Press.
  • Conle, C. 1987. The narrative quality of experience as an element in the negotiation of meaning during second language acquisition. Unpublished master’s thesis, University of Toronto.
  • Conle, C. 1992. Language, experience and negotiation. Curriculum Inquiry 22 (2):165–190.
  • Conle, C. 1993. Learning culture and embracing contraries: Narrative inquiry through stories of acculturation. Unpublished doctoral dissertation, University of Toronto.
  • Conle, C. 1996. Resonance in preservice teacher inquiry. American Educational Research Journal 33(2):297–325.
  • Conle, C. 1997a. Between fact and fiction: Dialogue within encounters of difference. Educational Theory 47 (2):181–201.
  • Conle, C. 1997b. Images of change in narrative inquiry. Teachers and Teaching 3(2):205–219.
  • Conle, C. 1999. Why narrative? Which narrative? Our struggle with time and place in life and research. Curriculum Inquiry 29(1): 7–32.
  • Conle, C. Forthcoming. Rationale for a narrative curriculum in teacher education; sources from theory and practice.
  • Conle, C., R. Hoffman, M. Pinet, L. Teoli, and J. Totaro. 1996, April. To know what we know; collaborative self-study in a preservice teacher education curriculum. Paper delivered at a meeting of the American Educational Research Association in New York.
  • Conle, C. (Ed.) Forthcoming. Narrative understanding in teacher preparation.
  • Conle, C., W. R. Louden, and D. A. Mildon. 1988. Tensions and intentions: a case study of collaborative inquiry. Unpublished document.
  • Conle, C., W. Louden, and D. Mildon. 1998. Tensions and intentions: Joint selfstudy in Higher Education. In Hamilton, M.-L. (ed.), Reconceptualizing Teacher Research as Self-Study. London and New York: Falmer Press. pp. 178–193.
  • Connelly, M., and J. Clandinin. 1988. Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
  • Connelly, M., and J. Clandinin. 1990. Stories of experience and narrative inquiry. Educational Researcher 14(5): 2–14.
  • Connelly, M., and J. Clandinin. 1994. Personal Experience Methods. In N. Denzin and Y. Lincoln (Eds.) Handbook of Qualitative Research. London: Sage Publications. pp. 413–422.
  • Denzin, N. and Y. Lincoln. 1994. Handbook of qualitative research. Thousand Oaks, CA: Sage Publications.
  • Dewey, J. 1934. Art as experience. New York: G. P. Putnam’s Sons.
  • Dewey, J. 1938. Experience and education. New York: Collier Books.
  • Elbow, P. 1986. Embracing contraries: Explorations in learning and teaching. New York: Oxford University Press.
  • Frye, N. 1982. The great code: The Bible and literature. New York: Harcourt, Brace and Jovanovich.
  • Gadamer, H.-G. 1960. Wahrheit und Methode. Tübingen: J.C.B. Mohr (Paul Siebeck). (English translation 1975)
  • Gadamer, H.-G. 1985. Philosophical apprenticeships. Cambridge, Mass.: MIT Press.
  • Gadamer, H.-G. 1986. Über die Planung der Zukunft [About planning the future]. In Gesammelte Werke (Vol. 2), ed. H-G. Gadamer. Tübingen: J.C.B. Mohr. Gadamer, H-G. 1986–1987. Gesammelte Werke [Collected works], vols. I–IV. Tübingen: J. C. B. Mohr (Paul Siebeck).
  • Geertz, C. 1988. Works and lives. Stanford, Calif.: Stanford University Press.
  • Geertz, C. 1995. After the fact; two countries, four decades, one anthropologist. Cambridge, Mass.: Harvard University Press.
  • Greene, M. 1973. Teacher as stranger; educational philosophy for the modern age. Belmont, Calif.: Wadsworth Publishing
  • Heidegger, M. 1950. Holzwege. Frankfurt: Klostermann.
  • Heidegger, M. 1962 [German 1927]. Being and time. New York and London: Harper and Rowe.
  • Li, X. 1991. The moments of improvisation in my life experience. Unpublished master’s thesis, Toronto: OISE, University of Toronto.
  • Li, X. 1998. Becoming an intersubjective self. Unpublished doctoral thesis, University of Toronto.
  • MacIntyre, A. 1981 [1984]. After virtue: A study in moral theory. Notre Dame, Ind.: University of Notre Dame Press.
  • MacIntyre, A. 1988. Whose justice? Which rationality? Notre Dame, Ind.: University of Notre Dame Press.
  • Mullen, C. 1994. A narrative exploration of the self I dream. Journal of Curriculum Studies 26(3): 253–263.
  • Polanyi, M. 1958. Personal knowledge: Toward a post-critical philosophy. Chicago: University of Chicago Press.
  • Sarbin, T. R. (Ed.). 1986. Narrative psychology: The storied nature of human conduct. New York: Praeger.
  • Schäfer, R. 1981. Narration in the psychoanalytic dialogue. In W. J. T. Mitchell, ed., On narrative (pp. 25–50). Chicago: University of Chicago Press.
  • Schutz, A. 1962. The stranger; an essay in social psychology. In A. Brodersen, ed., Collected papers II: Studies in Social Psychology (pp. 96–104). The Hague: Martinus Nijhoff.
  • The Self-Study of Teacher Education Practices (S-STEP) Special Interest Group of the American Education Research Association. 1996. Empowering our future in teacher education. Proceedings of the First International Conference on Self-Study of Teacher Education Practices, Aug. 4–8, 1996, Herstmonceux Castle, East Sussex, England.
  • Toulmin, S. 1990. Cosmopolis: The hidden agenda of modernity. New York: The Free Press.
  • Verene, D. 1991. The new art of autobiography. Oxford: Clarendon Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.